HABERDASHERS’ MONMOUTH SCHOOL FOR GIRLS
GCSE/IGCSE OPTIONS
Year 10 2013-2014
A Guide for Parents and Pupils
Contents
Compulsory Subjects in Year 10 and 11 (The Core Curriculum)
Selecting your Options
Compulsory Courses – the Core Curriculum
English & English Literature
Mathematics
Science
French / German / Spanish
Optional Courses
Art & Design
Design & Technology
Drama
Geography
History
HE Food and Nutrition
ICT
Latin
Music
Physical Education
Religious Studies
2
Compulsory GCSE Subjects (The Core Curriculum)
Girls at HMSG usually take 10 subjects.
Core Subjects
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
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English Language
English Literature
Mathematics
A Modern Foreign Language - either French, German or Spanish
Science IGCSE (see below for details)
There is a choice in Science:
EITHER
(A) Double Award (equivalent to 2 Science IGCSEs)
OR
(B) Triple Award (3 IGCSEs in the separate sciences)
If you choose (A), you will have 4 choices in the Options List. If you choose (B), you will have 3
choices.
In addition to the GCSE/IGCSE subjects, pupils will also have four Physical Education lessons and
follow a PSHE programme.
Welsh is also be available as a beginners’ course as an extra-curricular subject. This course is run
jointly with Monmouth School.
Please let Mrs Treasure know if you would like more information.
3
Selecting Your Options
This booklet and the Options Evening are designed to help you. Your aim should be to follow a broad
and balanced curriculum.
In addition to reading this booklet you should also discuss your options with a number of people:
Subject teachers will be able to advise you on the suitability of you taking their subject at GCSE.
Heads of Department will be able to give you more detailed information on the content of the various
courses.
Your Form Tutor and Head of Year have an overview of your progress and will be able to advise
you.
The Director of Studies can give you advice about combinations of subjects and careers.
Your Parents know your strengths well and will be able to guide you.
Plus
In due course, you may wish to seek advice from our Examinations Officer (Mrs. F. Hughes)
(exams@hmsg.co.uk)
If you have any queries further please contact:
Mrs. Jayne Treasure
Director of Studies
Tel. 01600 711168
jtreasure@hmsg.co.uk
4
CORE
5
GCSE English Language
(WJEC 2013)
WJEC English Language Specification 2013
Overview:
 The course involves Reading and Writing assessments as well as Speaking & Listening
assignments. Students will not have set texts for examination but they will use literature texts
for coursework. It is busy but enjoyable and rewarding. They will discuss a wide variety of
texts, issues and themes. Sharing opinions and responding to those of others is an enjoyable
part of the course. Consolidating English Language skills is a vital part of the programme of
study. Students will write letters, reports, reviews and magazine articles as well as further
their understanding of language and a writer’s techniques. They will study and write fiction and
non-fiction as well as spoken language.

The Language GCSE examination consists of two non-fiction examinations. Coursework will
consist of two controlled assessment units, i.e. work completed in supervised conditions in
class. The full specification can be found at:
http://www.wjec.co.uk/uploads/publications/17195.pdf
Summary of assessment
EXAMINATION 60%
WRITTEN PAPER 30% (1hour 45 mins)
Unit 1: Studying written language
Reading: fiction texts
Imaginative Writing
WRITTEN PAPER 30% (1 hour 45 mins)
Unit 2: Using written language
Writing: information and ideas
CONTROLLED ASSESSMENT 20%
Unit 3: Reading and Writing Persuasive/Explanatory Texts
CONTROLLED ASSESSMENT 20%
Unit 4: Spoken language
Using language: Speaking and Listening (Communicating and adapting language; interacting and
responding; creating and sustaining roles) (20%)
6
GCSE English Literature
(WJEC 2013)
WJEC English Literature Specification 2012
Overview:

GCSE Literature involves reading a variety of literary texts including plays and poetry. The
course is an enjoyable balance of pre and post 19th century literature and an excellent
precursor to AS Literature. Students will discuss a wide variety of texts, issues and themes.
Sharing opinions and responding to those of others is an enjoyable part of the course and an
understanding of the historical and social contexts in which a text is written is important at
GCSE. Researching and presenting contextual information is a rewarding aspect of the
course and can provide the student with a fuller understanding of their texts. Consolidating
language analysis skills is a vital part of the Literature programme of study; students will look
at character, theme and context as well as explore literary techniques and different genres in
writing.

The Literature GCSE examination consists of two examination papers and one controlled
assessment unit. The full specification can be found at :
http://www.wjec.co.uk/uploads/publications/16214.pdf
Summary of assessment
EXAMINATION Paper 1
35% (2hrs)
Unit 1: Prose (different cultures) and poetry (contemporary)
Different Cultures Prose
Section B 14% (COMPARATIVE STUDY)
Contemporary: Unseen poetry comparison
EXAMINATION Paper 2
40% (2hrs)
Unit 2a: Literary heritage drama and contemporary prose:
OR
Unit 2b: Contemporary drama and literary heritage prose
CONTROLLED ASSESSMENT (LINKED TEXTS) 25%
Unit 3: Poetry and drama (literary heritage)
7
GCSE Mathematics
(WJEC)
Studying mathematics to GCSE enables students to increase their numerical skills, performing
calculations mentally and on paper, and using a calculator efficiently and recognising when the
answer obtained is a reasonable one. Students develop the ability to reason logically and solve
problems involving several stages, using a range of methods from different areas of the syllabus.
They are taught to express their reasoning clearly both orally and in writing.
The five areas of mathematics studied are:
Number – e.g. Fractions, decimals, percentages, ratio and proportion, directed numbers, surds
Algebra – e.g. Expanding and factorising, forming and solving equations, indices, graphs
Geometry and Measure – e.g. Areas and volumes, Pythagoras’ Theorem and trigonometry,
transformations, geometry
Probability and Statistics – e.g. Probability, statistical diagrams and calculations, sampling and
questionnaires
Using and applying mathematics – problems involving any of the above
These lists provide only a sample of what is included. The complete specification can be obtained
from the WJEC website.
We have chosen to follow the linear course, which will be examined by two written papers, each 2
hours long, at the end of Year 11. Each paper carries equal weight. The first is a non-calculator
paper.
The entry code is 4370 02
The year group will be divided into five sets. They will all be prepared initially for the higher tier
papers, but it may be possible, after consultation with parents, for some girls to sit foundation tier
papers.
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IGCSE Science
At HMSG Edexcel IGCSEs were introduced in the sciences at the start of 2010. IGCSEs
(International GCSEs) are highly respected qualifications, recognised worldwide and by UCAS; they
provide an excellent grasp of science at this level as well as a firmer foundation for the study of the
sciences at A-level.
New books, tailor-made for the IGCSE courses are used by pupils in Years 9 - 11.
In Year 10, girls can choose between:
Double Award science (consisting of all three sciences, worth two IGCSE grades) and Triple
Award science (three separate science IGCSE grades).
Double Award
Girls study the Core topics in all three sciences and at the end of Year 11 take three examinations,
one for each of Biology, Chemistry and Physics. This course of study is allocated three periods per
week for each science, i.e. 9 periods overall.
Triple Award
Girls study exactly the same Core content as for Double Award, but at a faster rate as they have four
periods per week for each science, i.e. 12 periods overall. In addition they study extra extension
material in most topics in each science subject. At the end of Year 11, Triple Award pupils take two
examinations for each science.
Course content
Biology IGCSE
The nature and variety of
living organisms
Chemistry IGCSE
Particles
Physics IGCSE
Forces and motion
Structures and functions in
living organisms
Principles of Chemistry
Electricity
Reproduction and inheritance
Organic Chemistry
Waves
Ecology and environment
Industrial inorganic
Chemistry
Energy resources and energy
transfer
Use of biological resources
Chemistry in society
Solids, liquids and gases
Chemistry calculations
Magnetism and
electromagnetism
Radioactivity and particles
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Coursework
There is no coursework element in Edxecel IGCSE Science. Pupils are assessed by externally
marked examination only.
Examinations
A summary of the examination papers is shown below:
Biology Paper 1
Untiered
2 hours
+
Biology Paper 2
Untiered
1 hour
IGCSE in Biology
+
Chemistry Paper 2
Untiered
1 hour
IGCSE in Chemistry
+
Physics Paper 2
Untiered
1 hour
IGCSE in Physics
+
Chemistry Paper 1
Untiered
2 hours
+
Physics Paper 1
Untiered
2 hours
IGCSE in Science
(Double Award)
For further information about the courses go to: www.edexcel/igcse2011
10
GCSE Modern Foreign Languages
(WJEC French 4220, German 4260, Spanish 4520)
Introduction
 Why study languages?
- You enjoy communicating with people.
- You often go on holiday abroad or enjoy travelling and like to speak the language!
- You enjoy exploring other cultures and traditions.
- You enjoy manipulating language and understanding how languages work.
- You appreciate that languages develop your communication skills and are highly valued by
employers.
Course Content
 What will you do?
- Have fun learning new topics to build your confidence in everyday situations covering four
broad topic areas you have been working on in lower school: Personal and Social Life,
Local Community, The World of Work and The Wider World.
- Develop your skills in listening by studying conversations and songs.
- Enhance your reading skills through the study of articles and texts.
- Improve your speaking skills via role-plays and building on your earlier speaking questions
and answers.
- Learn to write in a more sophisticated way.
 What else is on offer?
- A variety of trips to France, Germany and Spain.
- Regular, small group lessons with a language assistant whose mother tongue is French,
German or Spanish.

Assessment
Speaking 30%: You will complete a number of Controlled Assessments which you will have
been working on with your teacher. For the speaking you will know the topics for the
conversation two weeks in advance and will be allowed to bring a list of 30 words to the test.
Writing 30%: You will complete a number of Controlled Assessments which you will have been
working on with your teacher. You will be given the essay title two weeks in advance as well
as ideas on what to include in your essay. You can prepare this at home and bring with you a
list of 40 words to help.
Reading 20%: You will sit an examination at the end of Year 11.
Listening 20%: You will sit an examination at the end of Year 11.
11
OPTIONS
12
GCSE Art and Design
(OCR J161/J165)
OCR GCSE in Art and Design: Fine Art
OCR GCSE in Three Dimensional Design (Ceramics)
Pupils will become actively and enthusiastically engaged in the process of Art and Design,
specialising in Fine Art, Ceramics or Photography. They will develop creative skills, learning to use
imagination and initiative when exploring and creating images or artifacts. The successful student
acquires competence in refining and developing personal solutions underpinned by cultural
knowledge and critical understanding. Girls develop personal attributes including self- confidence,
resilience, perseverance, self-discipline and commitment.
Course content
The same units apply to both disciplines:
Unit 1: Art and Design Portfolio - 60%
Pupils produce a portfolio of work from centre-devised starting points. Work should focus on research
skills, integral to which are the acquisition of techniques and skills.
Work is completed in school under controlled assessment conditions.
Current themes include: Still Life, the Human Form.
Unit 2: OCR Set Task – 40%
Pupils select one question from an early release paper to which they produce a personal response.
After a period of preparation students complete their outcome within a controlled ten-hour
examination.
Method and Scheme of Assessment
For the Art and Design Portfolio, controlled assessment is governed by a medium level of control.
This means that pupils will conduct visual research and final outcomes within the classroom where
the teacher can see them at work. Teachers are allowed to give guidance, but pupils are not
permitted to help each other, although they may speak to each other. This is to discourage plagiarism.
Tasks are timed so that each coursework project will comprise no more than 45 hours of work.
For the OCR Set Task the controlled assessment comprises a 10-hour practical examination
governed by a high level of control. Here, pupils must work completely independently and are not
allowed to communicate with each other.
However, the Set Task unit also demands visual research where controlled assessment constraints
are more relaxed. The school is allowed to set its own timescale and pupils can take work home to
complete. Pupils will be expected to sign a contract validating that the work is their own.
Pupils’ work is assessed internally by the Art department staff and moderated by a visiting examiner
from OCR.
13
GCSE Design and Technology
(WJEC 414001)
WJEC 4140 01 Design and Technology: Product Design
Design and Technology (D&T) is a subject, which gives pupils the flexibility, originality, imagination
and multi-disciplinary approach that is needed in the twenty-first century. It incorporates all the key
skills recognised by the Government as being essential for the world of work, enhancing manual
dexterity for potential surgeons and developing higher order skills associated with engineering,
medicine, materials science etc. Many of the activities involved in D&T cut across traditional subject
boundaries and link their ideas, knowledge, values and skills together, it also falls under the
Government initiative to link ‘science, technology, engineering and maths’ or STEM subjects within
the curriculum. The department has well-equipped workshops and a computer suite, as well as fullyqualified teachers with industrial and commercial experience.
Course Content
The GCSE syllabus provides an opportunity for the pupil to experience the production of their own
design prototypes from conception through to testing and evaluation of the finished product. The first
year of the course consists of a number of short focussed ‘design and make’ tasks that will give the
pupils the skills, knowledge and confidence to tackle the Controlled Assessment Task in the second
year. These skills include graphic communication, presentation drawing, Desk Top Publishing,
workshop production skills such as machining skills, moulding, CAD/CAM, etc The specification
content also looks at the deeper and broader issues affecting design such as sustainability, legislative
issues and commercial manufacturing. Students leave year 10 having covered the majority of the
theory and skills required for Year 11 and have a sound grasp of what is expected in the CAT.
Scheme of Assessment
Controlled Assessment Task (CAT) (30 hours) – 60%
This consists of a ‘design and make’ project to be completed in the second year of study. The CAT is
completed in lesson time only. The 30 hours does not run consecutively but is broken up to allow
appropriate teaching and preparation prior to the completion of each part of the CAT.
Written Examination (2 hours) – 40%
Section A. This part of the paper is focus area specific and will consist of questions based on product
analysis, overarching principles, designers and practitioners and the design process.
Section B. This part of the paper consists of questions based on the theory and practical experiences
gained during the course and are common to all Design and Technology focus areas.
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GCSE Drama
(WJEC 4150)
Students choosing this option will be introduced to the essential skills for making, performing and
responding to drama. The course encourages the development of confidence in public performance
and presentational contexts. At the outset foundations are established for group work through trust
and ensemble building exercises, drama games, movement, and spontaneous improvisation work.
Following this introduction the course explores a wide range of approaches to making drama including
realism, physical theatre, the ideas of influential practitioners and a selection of styles and genre.
Through mini performance projects the students develop essential acting skills and disciplines and
learn the basic elements of stagecraft. Strengths and weaknesses are identified and targets for
improvement are set.
Practical work is supported by a written record in which the students reflect on and evaluate their own
work and the work of others. Constructive criticism is encouraged.
A selected play is studied in detail in preparation for their final exam.
Towards the end of their first year the students work in groups to begin their devised practical project.
Each group develops its original piece of drama based on a practitioner or genre of their choice. Most
students elect to take the acting option but there is scope for students to focus on design or technical
aspects of theatre.
The second practical requires the performance of a scene from a published play.
All the main assessment areas are covered in the first year in preparation for formal assessments in
year 11. The areas for assessment in the new specification are as follows:
UNIT ONE (DR1=60%): CONTROLLED ASSESSMENT
Devised practical performance based on a given stimulus: 40%
Written report of devised performance: 20%
UNIT TWO (DR2=20%): EXTERNAL ASSESSMENT
Practical performance from a script by a recognised published playwright.
UNIT THREE (DR3=20%): EXTERNAL ASSESSMENT
One and quarter hour written exam:
Analysis of a set text from an actor’s, director’s and designer’s point of view.
Written evaluation of Unit Two practical performance.
15
GCSE Geography
(OCR J385 B)
Why Choose Geography?
Geography tackles the big issues of today. The world in which we live is expected to witness great
change over the next 50 years due to important geographically related issues, e.g. climate change,
changing global markets and rapid urbanisation. Studying geography helps explain these changes
and it will help to prepare you for the changes that will affect your life. GCSE Geography bridges the
gap between the humanities and sciences, it therefore has links with many subjects: Biology,
Chemistry, History and Mathematics.
So what will studying Geography give you?
Geography offers you opportunities to develop a wide range of essential life skills: spatial awareness
– map skills, enquiry skills – asking questions and finding answers, data collection, presentation and
analysis skills and also communication, ICT and report writing skills. Geography also encourages
problem solving and decision-making. In a competitive world this broad range of skills is essential.
How is the course structured?
This exciting new course is forward thinking and addresses current global issues and topics; there is a
focus on the environment and how societies around the world should be using the Earth’s resources
and environments in a sustainable way.
The two-year course is based on four themes: Theme One: Rivers and Coasts; Theme Two:
Population and Settlement; Theme Three: Natural Hazards and Theme Four: Economic
Development.
HOW IS THE COURSE ASSESSED?
Examination
Duration
Weighting
Unit B561: Sustainable Decision Making
One hour exam
25%
Unit B562: Geographical Enquiry
Controlled assessment
25%
Unit B563: Key Geographical Themes
One hour and 30 minutes
50%
What is the Sustainable Decision Making Exercise (SDME)?
This element of the course gives you the opportunity to develop decision-making skills. The exam
topic is presented as a booklet of resources which pupils study for three weeks before the
examination, in the January of Year 11. Pupils are also permitted to use the booklet during the
examination.
What does the Geographical Enquiry involve?
This unit replaces the Geography Coursework Project and is delivered through two pieces of work.
Part A - Fieldwork Focus – 1200 word report. Pupils use fieldwork data to produce a short report.
Most of this work is completed in school in supervised lessons. Part B - Issue Investigation – 800
word research report. Pupils are able to research one of nine topical geographical areas: Disease,
Trade, Ecosystems, Sport, Fashion, Energy, Fishing, Crime and Tourism. The final report is
completed during lesson time.
What Fieldwork opportunities are there?
Fieldwork is a very important aspect of the course and pupils are offered a full range of fieldwork
activities. In Year 10 pupils explore Newport as an urban case study, and in Year 11 there is a four
day residential field trip to South Devon to explore rivers, coasts and tourism.
16
iGCSE History
(Edexcel 4H10)
Exam board: Edexcel, Course Code: 4H10
Website: http://www.edexcel.com/quals/igcse/igcse09/history/Pages/default.aspx
In September 2011 we introduced the new Edexcel iGCSE in History. The new specification makes
History enjoyable, interesting and challenging and our new resources will ensure you have the most
up-to-date material available for your studies.
There are four taught units which will be examined in two single-tier one and a half hour
examinations:
Section A – Option 3: The Development of Dictatorship: Germany 1918-45 – Michaelmas & first
half Lent Term Year 10
How was the tragedy of Hitler and the Nazis allowed to happen? We study the impact the regime had
on the German people, economy, politics and international relations.
Section A – Option 10: A World Divided: Superpower Relations 1945-1962 – Second half Lent
Term and Summer Term Year 10
What were the causes of the Cold War and how did the world come to the brink of nuclear disaster
during the Cuban Missile Crisis of 1962? This unit focuses on the transition from war time alliances to
peace time rivalry between the USSR and USA.
Section B – Option 4: The USA, 1917-1929 – End of Summer Term Year 10 and first half
Michaelmas Term Year 11
This unit looks at the Roaring Twenties in America; a decade of extravagance and excess that was
set to the background of fundamental problems in the country which lingered under the surface.
Section C – Option 4: the Changing Role of International Organisations: the League and the
UN, 1919-2000 – Second half Michaelmas Term and Lent Term Year 11
During the century of extremes where death was witnessed on an unprecedented scale alongside
scientific discoveries that would save and enhance the lives of millions of others, how did the world’s
governments try to tackle the problems and issues they faced?
Why History?
If you do decide to study iGCSE History you will practise analytical and judgemental skills and be
encouraged to think about your subject critically and independently. Your communication skills will
improve through written work, presentations, ICT, discussion, debating and drama. Whatever your
career ambitions or plans for future study, History will give you the vital skills.
To stretch and challenge our most able students, the department encourages the completion of two
research essays in Year 10. These are:
1. Why did the Cold War never become a 'hot' war?
2. To what extent did Hitler follow the example of Mussolini?
They should be submitted during the Lent and Summer Terms respectively and be submitted to your
teacher.
17
GCSE Food and Nutrition
(OCR J431)
OCR J431 Home Economics: Food and Nutrition
This GCSE course in Food and Nutrition should encourage you to be inspired, moved and changed
by following a broad, coherent, satisfying and worthwhile course of study.
It should prepare you to make informed decisions about further learning opportunities and career
choices.
This course in Food and Nutrition will enable you to:





Engage actively in the processes of Food and Nutrition to develop you as an effective and
independent learner;
Develop your knowledge and understanding of human needs within a diverse society;
Develop your knowledge and understanding of relevant technological and scientific
developments;
Develop a critical and analytical approach to decision making and problem-solving in relation
to the specified context;
Examine issues that affect the quality of human life, including an appreciation of
Diversity;
Scheme of Assessment
UNIT B001: Food and Nutrition Short Tasks 30% of Total Marks
You will be required to complete three short tasks all of which are set OCR tasks.
All three tasks should demonstrate different practical skills and knowledge.
UNIT B002: Food Study Task 30%of Total Marks
You will complete one Food Study Task which will assess a variety of skills. You will choose a
set OCR theme as a basis for the study.
UNIT B003: Principals of Food and Nutrition 40% of Total Marks
This is the theory section which is externally assessed with a 1 1/2 hour exam and will include:

Food commodities

Meal planning

Food preparation and cooking

Food safety and preservation

Consumer education

Nutrition and health
18
GCSE Information and Communications Technology
(WJEC 4330)
INTRODUCTION
Information Communications Technology (ICT) is an essential subject in the modern curriculum.
Students need to have a firm grounding in ICT for their careers, for lifelong learning and for
recreation. The increasing use of technology in all aspects of society makes confident, creative and
productive use of ICT an indispensable skill for life. ICT capability encompasses not only the mastery
of technical skills and techniques, but also the understanding of how to apply these skills purposefully,
safely and responsibly. ICT capability is fundamental to participation and engagement in the society
of today and of the future.
Nowadays, new and exciting career opportunities are available to those with the knowledge and skills
to use ICT creatively, with whole industries emerging around the continuing ICT revolution. Not
forgetting that traditional careers now rely heavily on the use of ICT.
ASSESSMENT OBJECTIVES
Candidates should be able to demonstrate their ability to:
 Recall, select and communicate their knowledge and understanding of ICT
 Apply knowledge, understanding and skills to produce ICT-based solutions
 Analyse, evaluate, make reasoned judgements and present conclusions
ASSESSMENT STRUCTURE: Four units over the two years. Two controlled assessments (CA*) one
in Year 10 & and one in Year 11. Two theory units will be covered over the two years with two
terminal examinations undertaken in Year 11.
Unit 1: Understanding ICT. ICT theory covering a range of systems, as used in the home, at school
and in business. How to stay safe when using the internet and being aware of health implications. To
learn about emerging technologies and the impact that these advances may have on themselves and
others.
Assessment: 1½ hour written examination
Unit 2: Solving Problems with ICT. The WJEC will set a different assignment each year to be
completed using a range of everyday software applications to demonstrate ability in the practical
application of ICT skills. To be able to manipulate and process data effectively, and efficiently, and to
present information in a format suitable to their audience.
Assessment: Controlled Assessment (approximately 22½ hours – in the classroom)
Unit 3: ICT in Organisations. WJEC will set a theory examination with questions related to a business
and industry context. Some of the areas covered include: Networks, Multimedia Industries e.g. web
design and animation, and the Social and Environmental impact of ICT.
Assessment: 1½ hour written examination
Unit 4: Developing Multimedia ICT solutions. The study of a range of creative software applications in
order to create a multimedia solution to a given problem. To learn how to research, design, develop,
test and evaluate the solution to the problem. To complete a task by creating and developing a
multimedia solution with appropriate elements such as: sound clips, video, animation and graphics.
Solutions may include: a multimedia presentation, a multimedia website or a computer game.
Assessment: Controlled Assessment (approximately 22½ hours)
*Controlled Assessments (CA) replace coursework. In essence, the pupils are taught the ICT skills
needed to solve a given problem. Teaching revolves around practical work and undertaking
exercises and tasks similar to the live CA tasks. Pupils then tackle the live tasks on their own without
further direction from the teacher. Classroom time is given over to the CAs in an informally
supervised environment. Any pupils missing classroom time, due for example to illness, will be given
plenty of opportunity to catch up and be allowed as much of the allotted 22½ hours as they personally
need. To this end, the pupils’ time will be individually logged.
19
GCSE Latin
(OCR J281)
Latin GCSE offers students the opportunity to study elements of the language and literature of the
Roman world; it aims to provide a rigorous, academic course which is not only satisfying in itself, but
will also provide a sound foundation for further study.
Students will develop an appropriate level of competence in the Latin language, together with a
sensitive and analytical approach to language in general. They will read and appreciate some of the
literature of the classical period in the original, and will learn how to evaluate, analyse and produce a
personal response to the verse and prose set texts; they will also gain an insight into certain aspects of
Roman civilisation and the continuing influence it has had on our own.
The GCSE assessment will consist of four short written examinations at the end of the course which
will test ability in translation and comprehension, and knowledge and appreciation of the set texts; the
marks are weighted equally between language and literature. All translation is from Latin into English.
There is no translation from English into Latin. There is no coursework or controlled assessment.
Classical Greek GCSE may also be available (by mutual agreement) and, depending upon numbers,
may be taught within the curriculum or as an extra-curricular subject. The course in Classical Greek
follows a similar structure to that in Latin. Any pupil who wishes to follow this course needs to be
coping well with Latin, to be extremely industrious and willing to rise to the challenge. In recent years
Classical Greek has been offered as an extra-curricular subject, which involves tuition after school and
during lunchtimes.
20
GCSE Music
(WJEC 4410)
We have recently moved to the WJEC GCSE specification which we believe allows all pupils to
explore their own interests in a well balanced, exciting course. This specification gives candidates
opportunities to develop broader life-skills and attributes including critical and creative thinking,
aesthetic sensitivity and emotional and cultural development.
Performing Music 30%
Two contrasting performances. One solo and one as a member of an ensemble.
• Total performance time must not exceed ten minutes;
• One piece should connect with an Area of Study;
• Teacher assessed and externally moderated by a visiting moderator.
Composing music 30%
Two contrasting compositions.
• Total playing time of both compositions should be at least 5 minutes;
• Each composition should be linked to a different Area of Study;
• Candidates to complete a composition log;
• Teacher assessed and externally moderated in April/May.
Appraising music 40%
1½ hour listening / written examination based on unprepared musical extracts under each of
the Areas of Study and an evaluation of a performance/composition undertaken during the
course. Assessed externally in May/June.
All areas of the course are linked to the four Areas of Study:
1) Music in Wales
 Welsh songs – Art, Folk, Cerdd Dant and Pop
 Welsh instrumental music
 Celtic connections
2) Music for Stage and Screen
 Opera
 Ballet
 Musicals
 Film and TV
3) Music Evolution
 Popular music (jazz, rock and pop)
 Other styles of music from the 20th and 21st centuries
4) Musical Forms and Devices
 Western Classical Tradition
 Popular music (jazz, rock and blues)
With such a diverse range of musical styles to study, perform and compose, the girls complete GCSE
music possessing an exciting depth of knowledge and experience of the subject. Many choose to
further develop and refine their knowledge by opting for AS level music, which is more academic but
still highly creative.
21
Physical Education (Full Course)
(AQA 4892)
Why should you choose Physical Education?
This course provides exciting opportunities to lead a healthy and active lifestyle. You are able to
choose from a variety of roles and activities in which to participate. The course is designed to enable
you to understand the benefits of living a healthy and active lifestyle. It also provides a route to
further study e.g. AS and A2 Physical Education.
How you will be examined
Theoretical written paper
40%
Exam Paper – 1 hour 30 minutes
80 marks
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5 multiple-choice questions
5 short answer questions
1 section on pre-studied scenario
Practical Controlled Assessment
60%
Controlled Assessments:
Key Process A = 40 marks
Key Process B = 40 marks
Key Process C = 10 marks
Practical Assessment KPA and B is split into 4
sports/activities of which you must perform in at
least 2 different roles; however 2 must be as
player/performer for example:
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Performer in Rowing
Performer in Indoor Rowing
Coach in Rowing
Performer in Circuit training
KPC written task on Rowing
Theory topics you will study
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Individual differences: age, gender, physique, environment and risk and challenge
The demands of performance: fatigue and stress, injury, levels of exercise;
Health, fitness and leading a healthy lifestyle;
Types of training;
Influence of schools on physical activity;
Diet and healthy eating;
Health and well-being;
Cultural and social factors: leisure time, social groupings and ethnicity;
How individuals can be involved in physical activity: roles and qualifications
International and other factors: media, sponsorship, competition, role models, sports events,
equipment, health and safety and technology.
Activities to choose from and develop
Group 1
Group 2
Group 3
Group 4
Games Activities
e.g. hockey, lacrosse and netball
Gymnastics
e.g. artistic gymnastics, trampolining and
cheerleading
Dance
e.g. modern educational dance and street
dance
Athletics
e.g. athletics, cross country running and
competitive swimming
Outwitting opponents
Accurate replication of actions,
phrases and sequences
Exploring and communicating
ideas, concepts and emotions
Performing at maximum levels in
relation to speed, height,
distance, strength or accuracy
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Group 5
Group 6
Outdoor and Adventurous Activities
e.g. horse riding, lifesaving, mountain
activities, personal survival and rowing or
sculling
Health and Fitness
e.g. aerobics, circuit training, pilates and
indoor rowing
Identifying and solving problems
to overcome challenges of an
adventurous nature
Exercising safely and effectively
to improve health and well-being
Controlled Assessments will take place:
 In the Michaelmas term of Year 11 – Key Process C
 In practical PE lessons in Year 11 – Lent term
 Final moderation in PE lessons in Year 11 Lent or Summer term
Research for KPC
All research for the KPC will be completed under teacher supervision; time allocated to computer
research will be implemented into your timetable for academic PE.
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GCSE Religious Studies
(WJEC 4440)
This specification is intended to be open to candidates of any religious persuasion or none and
provides a broad structure for the study of religion, emphasising its educational basis.
Aims
To promote an enquiring, critical and sympathetic approach to the study of religion in the
contemporary world.
To help candidates to identify and explore questions about the meaning of life and to encourage
candidates to reflect on moral and ethical issues.
Scheme of Assessment
There will be two examination papers lasting 1¾ hours each which will make up 100% of the marks.
The Examination
The paper includes Knowledge (50%) and ‘opinion’/’evaluation’ questions where the pupils’ ideas on
ethical and moral issues will be explored.
Syllabus
This will be divided into two sections:
1) Christianity and Contemporary Society – which look at the religious attitude to certain issues:
 Personal Relationships / the Family. Looking at the effects of marriage, adultery,
divorce and homosexuality and the Christian Church’s reaction to it;
 Crime and Punishment in Society, Death Penalty. Investigating the reasons for and
against. The aims of punishment; reform, retribution, deterrence etc.;
 The Developing World and Poverty. Reaction of aid agencies to national disasters and
long term poverty;
 War and Peace, Martin Luther King – his non-violent actions. Can a nuclear conflict be
a Just War?
 Concept of evil in the world. The effects of natural and moral evil and the suffering that
they cause.
2) A study of one of the World Religions – Christianity.
 Festivals. Looking at the Christian year with particular emphasis on Christmas and
Easter.
 Pilgrimage. With particular reference to Bethlehem, Jerusalem and Lourdes.
 Landmarks in life. Exploring the religious life cycle of baptism/confirmation/marriage
and death rituals.
 Human life and how it reacts to the temptation of alcohol, tobacco and illegal drugs.
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